A defining quality of student-centred teaching is effective assessments. In recent years, the discourse around effective assessment has steered towards incorporating the “assessment for learning”
Three years into the current Artificial Intelligence (AI) hype cycle, catalyzed by the release of ChatGPT in November 2022, AI continues to profoundly disrupt higher
As educators, we often fall into a trap that we know what’s best for our students. As a result, we often give them assessments (e.g. homework, activities) to hone their knowledge or skills and gauge their progress, and then we often give additional assessments to ensure they have met the learning objectives.
This article first appeared in The Teaching Professor on October 22, 2018 © Magna Publications. All rights reserved. Try a FREE three-week trial of The
When you reflect on any class you’ve instructed, does this roster resonate? Each factor plays a role in shaping various academic achievements: College students take
Assessment is a critical component of the teaching and learning process. However, assessment is more than just grading and is often misunderstood. In order to
Disheartened by a lack of enthusiasm from her students, an experienced faculty member stopped by our Center for Teaching and Learning last semester seeking support
Most professors would admit that they’ve found themselves frustrated when grading papers. Yes, sometimes those frustrations might stem from students ignoring your clear, strategic, and
“Any questions?” “Is everybody with me?” “Does this make sense?” I have asked my students these vague types of questions many times and the most common response was…silence. But how should I interpret the silence? Perhaps the students understand everything completely and therefore have no questions. Maybe they have questions but are afraid to ask them out of fear of looking stupid. Or it could mean that they are so lost they don’t even know what to ask! Only our boldest students would say; “Um, you lost me 10 minutes ago, can you repeat the whole thing again?”
Assessment for Learning (AfL), sometimes referred to as “formative assessment” has become part of the educational landscape in the U.S. and is heralded to significantly raise student achievement, yet we are often uncertain what it is and what it looks like in practice in higher education. To clarify, AfL includes the formal and informal processes that faculty and students use during instruction to gather evidence for the purpose of improving learning. The aim of AfL is to improve students’ mastery of the content and to equip and empower them as self-regulated, life-long learners.
